Teaching and guiding: Planning

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Module: Teaching and guiding: Planning
Date: 11.9.2018

Learning goals: 

  • get familiar with the documents that regulate teaching, guiding and education planning 
  • apply various theories and approaches to learning and education 
  • comprehend the relevance of the learning process in the planning of teaching and guidance 
  • implement teaching based on relevant pedagogical choices 
  • understand the purpose and objectives of assessment 
  • acknowledge that internationality and multiculturality are issues that have an impact on teaching and the work of a teacher 
  • explicate your own competence by using research results and learning theories affiliated with teaching, guiding and learning in your own substance field 
  • work bearing in mind the values of your profession and the ethical principles of teachers in vocational education and vocational higher education 
  • acknowledge the laws, amendments and guidelines that regulate the work of a teacher and act according to them. 

Task for each group:

1. How do the official documents and regulations affect the planning of the teaching in your vocational field? Where can you find all this information? (Ministry of Education… elsewhere, show some actual examples of your own field!)

2. How do different learning theories and views of learning affect the planning of the teaching in your particular vocational field and in competence-based education? (Inquiry Based Learning/Tutkiva Oppiminen by Hakkarainen et al., Constructive Alignment by John Biggs)

3. How will you promote learning and competence using a classroom and virtual settings?





Reflection

The actual lesson was fairly easy to create as I have used bubbl.us before, so the way to present and teach the topic to the audience was known and i was comfortable to use the software for the creation of the mind-map. The topics or themes that need to contribute for this was a challenge. The planning of teaching is guided, but i am sure that each country has its own regulations. Also, i believe that still in my field, there are more important steps that needs to be checked in regards of the official documents and regulations that are needed to plan teaching. However I ponder, are there other non-formal things and norms that exists? If they do, how far they should be taken into account too?

The teaching part went smoothly, I feel that i was able to express myself, but more importantly make myself understood to the audience. I think that a little written feedback would also be important to get from the audience, therefore i will ask my group to include this for the next ones that we shall have. Also it would be great to see, how my professional development correlates with the feedback that i receive.

The future of virtual environments

In Finland, the future is at the moment virtual environments. The main reason in my opinion is maybe cost-cutting and flexibility for students around Finland to participate, and maybe international students around the world. However, having said that, there are some serious concerns also, which i think educators should think about:

How do you guarantee the quality assurance of virtual environments?

What are the security and privacy risks that they pose?

What about the students that cannot follow a course in a virtual environment? We are all different types of learners?


Here is a link that i have seen, which maybe tells about the future of virtual environment in Finland:


Also, another link about Artificial intelligence in Education sector which I believe may be coming too and is the future:




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